Abstract:

Code literacy is posited as the foundational literacy involved in computer programming (Vee, 2017). While educational interest in this field has centered on the promotion of STEM learning and computational thinking, understanding how learners acquire code literacy required for computer programming is the focus of this theoretical paper. In understanding the concepts involved in this literacy, linguistic theory provides the foundations in revealing fundamental understanding on the process of code programming as a system for writing and communicating information (Chandler, 2007; Morris 1938; Vee, 2017). Conceptual understanding of this literacy process is connected to symbols, syntax, semantics and pragmatics of general linguistic theory from the perspective of the code program learner as language learner. The code programming is examined as a form of authoring process through the use of linguistics rules and conventions. The analysis provides for fundamental conceptualization of educational implications for teaching and learning computer language programs. Code literacy is identified as different from traditional language linguistics along the pragmatics dimension of linguistics theory. Educational implications for code literacy development are subsequently addressed.

Keywords:

Code literacy, Theory, programming, STEM education, linguistics, semiotics, syntax, semantics, pragmatics.